Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
The ability to derive meaning from what is read is considered by most theorists in the field of reading education to be the optimum outcome of reading (Golinkoff, 1976; Goodman, 1972). The comprehension process enables the reader to apply his/her decoding skills to print and gain an understanding of the author's message (Golinkoff, 1976). This statement in and of itself is not accepted by all reading theorists as representative of what the reading process really entails (Bannatyne, 1973; Flesch, 1955). Beyond this initial controversy concerning the nature of reading, there is also the debate over just what exactly is involved in comprehension or, for that matter, what comprehension itself actually is (Wiener & Cromer, 1967). Considerable research has been focused on many different reading skills but it has only been recently that comprehension has begun to be a renewed source of study in reading (Gol inkoff, 1976).
Year of Submission
1982
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Catherine W. Hatcher
Date Original
1982
Object Description
1 PDF file (73 leaves)
Copyright
©1982 Stephanie Rae Stone
Language
en
File Format
application/pdf
Recommended Citation
Stone, Stephanie Rae, "The relationship between less able readers' inferential comprehension as opposed to their literal and applied comprehension" (1982). Graduate Research Papers. 3411.
https://scholarworks.uni.edu/grp/3411
Comments
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